Learning Goals:
  • I can write learning objectives that align with DAMMP criteria and a curriculum standard.
  • I can describe the key components of a standard lesson plan.
  • I can describe the characteristics of an effective lesson plan that works for me and an outside reader

9:25 - 9:30 - Welcome and agenda

9:30 - 10:00 - Some more objective writing practice
  • Standard - objective - assessment (at different levels of Blooms)
  • Review:
    • Standard: A broad learning outcome generally set up by an outside organization
      • Common Core standards are generally used by English and Math - Washington has adopted these standards
      • Social Studies and other subjects use the state standards
    • Objective: written by the teacher or a group of people that pertain directly to what the class will be learning
  • DAMMP Criteria: Descriptive, Achievable, Memorable, Measurable, Purposeful
  • When writing learning goals, ask yourself: "Why am I having my kids do this?"
  • When designing assessment, think of the type of thinking that is outlined by the objective, and make sure that type of thinking is aligned with the type of thinking required by your assessment.

10:00 - 10:15 - A few thoughts on assessment

10:15 - 10:30 - Dr. Montgomery (introduction to research opportunity)

10:30 - 11:00 - Vicki
  • Her role - supervisor, theory to practice conversations

11:00 - 11:10 - Break

11:10 - 12:00 - Lesson Planning - Key Elements
  • https://docs.google.com/presentation/d/1Vc1kb2HzklYLlsLLAm-dW3m5f0Fr68a2tvSGLkFbvT8/edit?usp=sharing
  • Why planning matters (cooking metaphor)
  • Ingredients for a basic lesson
    • Cooking metaphor:
      • Some things are unexpected, no matter how much you plan on it
      • Collaborating with others creates the best possible outcomes
      • A lesson plan is like a recipe: the outcome is not as predictable with middle school kids
    • Current Impressions of Planning
      • Calendar (at the unit level): knowing how many days you have your students and using a broad calendar to plan out what you want to get through during the semester
      • Planning out these lessons so that they are coherent and flow together from one lesson to the next
      • You will spend a lot of time planning your lessons at first, but later in your teaching, you will know how to better plan a lesson (some lessons will take longer than others)
      • Using a lesson plan: you can have a timeline set for your day, but use it as a guideline, not a master

  • Writing a lesson plan like a recipe
    • Basic Lesson Ingredients:
      • Content (from your own knowledge, outside sources, textbooks) -
      • Goal and Assessment -
        • introduce your lesson to the class and show them what activities they will be doing. the Assessment will be a chance to evaluate your students' understanding
      • Timeline
      • Materials (slides, handouts)
      • Instructions for students
    • Set the Stage
      • Introduce
      • Connect
        • tell your kids why this is relevant
      • Capture Interest
        • do so quickly to make sure your students will be engaged for the rest of the period
      • The Plan
        • here's what you can expect to do in this class
    • Teach a New Concept - prepare students for what the learning task is
      • Multiple access points -
        • provides multiple ways of learning a specific concept (teach visually, speaking, interaction, examples, etc.)
        • There are multiple ways to teach the same topic in order to reach all of your students. Provide them with these different entrances into the subject so that your students are on a level playing field. Don't make it a one way road.
        • make the topic relevant to their interest
        • engage your students and have them talk about it
        • You might think that the way you explained something was sufficient, but assess whether or not they understood what you said; make sure they have actually learned!
    • Learning Activity
      • Clear instructions
      • Modeling
        • show them what you mean, don't just tell them
      • Adequate Support
        • from you as the teacher as well as from other resources such as their peers
      • Challenge and Support
        • your task must be sifficiently challenging
    • Assessment
      • Diagnostic
        • what do the kids know entering into the lesson
      • Formative
        • before they have mastered a concept, as them how they are doing; assess in some way
        • you aren't looking for mastery, just progress
      • Summative
        • the chapter test after formative assessment
        • at this point, the teacher assumes that their students have mastered the concepts
  • Closure
    • an opportunity to tie the lesson together
    • compare their progress to the objective
    • provide a meaningful end and give them a sense of accomplishment

How much time should be spent on the teacher talking vs. the students doing an activity?
  • It depends on the lesson, but we have to build in time for the students to do an activity during the day so that they aren't listening to the teacher talk all day.
  • The learning comes from the students doing an activity, not the teacher talking.
  • You can hold about 12 minutes of attention for a 12 year old, but that varies by student. Keep that in mind when setting up your lesson plan so that you aren't losing your kids' focus.

  • Lesson Plan as Writing Task
    • Lesson plans are for many people (CTs, administrators, colleagues, teacher/supervisors, TPEP, edTPA)
    • Clarity of intentions for accurate representation by others.
    • Lesson plans must be detailed, but succinct

  • Sample plans

  • For Thursday, be prepared to give a 90 second professional introduction that you will give to your Garry students on Tuesday. Consider showing something - visuals, pictures, etc. You could show a couple slides if you want. The purpose of the presentation is a) to introduce yourself and begin to connect with your students, b) to make a strong professional first impression.
  • We'll discuss direct instruction PET on Thursday.
  • Start thinking about how you want to introduce yourself to your Garry students.